24 Courses Matching Search "EDA"Reset Search
EDA500 - Theories of Educational Administration (3 cr.)
Theories, principles, and concepts of educational administration, leadership, and management applicable to elementary and secondary schools. (Summer, Winter, Fall).
EDA5000 - Digital Age Learning (3 cr.)
This course is designed to provide aspiring school leaders with a working knowledge of the vital role of technology in today's school systems. Beginning with a review of current literature and standards documents such as the ISTE-NETS, ISLLC, and TEAC Standards, this course provides pre-service administrators with exposure to a wide range of instructional and administrative technology, including, but not limited to, student management systems, emerging technologies, assistive technology, acceptable use policies, social networking, cyberbullying, and other relevant social, ethical, cultural, and legal issues involving schools and technology. In addition, this course provides participants with the opportunity to develop an engaging multimedia presentation for use in a school setting in an administrative capacity. (At Least Once per Year).
EDA5010 - Managing Organizational Systems and Safety (3 cr.)
This course will help prepare aspiring administrators to manage organizational systems and safety. Students will study the financial support for public schools from local, state, and federal governments and understand the importance of the budget process in achieving educational goals and objectives. Students will examine aspects of organizational structure and behavior and learn how to support a safe and healthy learning environment for all students. All coursework is aligned with TEAC, ISLLC, and ISTE-NETS Standards. (At Least Once per Year).
EDA502 - Educational Leadership and Organizational Behavior (3 cr.)
This course is designed to introduce prospective leaders to organizational behavior and process of organizational development. School leaders need to know how to assess needs, establish priorities, set goals, allocate resources, and develop and implement strategic plans in order to facilitate the development of effective educational programs and practices. In addition, they need to develop the ability to involve others in the development, planning and implementation phases of school improvement efforts. Major topics include organizational theory, the human dimension in organizations, organizational change, leadership, and school reform. (Summer, Fall).
EDA5020 - Teaching and Learning: Student Assessment (3 cr.)
This course is designed to provide aspiring school administrators with the knowledge and skills necessary to effectively use data to improve instruction. Students will analyze comprehensive assessments, understand issues related to assessments, and utilize data to make sound use of assessments, performance management, and accountability strategies to improve student achievement. Students will collect a variety of assessment data and work collaboratively to construct a coherent instructional plan that will improve instruction and student learning. Students will use research-based data improvement plans and current technology to create the plan. Students will be responsible for developing a major independent project on Assessment of Teaching and Learning Using Student Assessment Data for their e-portfolio. All course work is aligned with TEAC, ISLLC, and ISTE-NETS Standards. (At Least Once per Year).
EDA5030 - Teaching and Learning: Curriculum (3 cr.)
This performance-based course will assist students in developing and demonstrating basic skills of curriculum planning, evaluation, and supervision. Supervision skills in building climate and culture, assessment, observation, collaboration, and conferencing will be developed and practiced. Contemporary theories of curriculum design and evaluation are explored. From this study of current theoretical thought, candidates are expected to develop a personal theory base from which to approach curriculum improvement within the context of contemporary organizational factors, including leadership and management. A particular focus on New York State Common Core State Standards serves as an organizing theme of this course. Activities and materials prepare the student to assume a leadership role in developing school and community education programs to successfully achieve Common Core State Standards. Discussions, simulations, direct classroom observation, conferencing, team building activities, case studies, readings, and guest presenters will serve as the primary instructional methods. All course work is aligned with TEAC, ISLLC, and ISTE-NETS Standards. (At Least Once per Year).
EDA504 - Educational Leadership and Human Relations (3 cr.)
A study of theory, research, and practice in the area of human relations in schools including public relations; clear and appropriate communications; and equitable, sensitive, and responsive relations with students, teachers, parents and community. (Spring).
EDA5040 - Teaching and Learning: Professional Standards (3 cr.)
This performance-based course will assist students in developing and demonstrating basic skills of supervision for the improvement of instruction. Knowledge and skills in formative and summative teacher evaluation, building climate and culture, observation methods, collaboration, and conferencing will be developed and practiced. Discussions, simulations, direct classroom observation, conferencing, team building activities, case studies, readings, and guest presenters will serve as the primary instructional methods. While students will study broadly accepted concepts of instructional supervision, this course will have as its primary focus the New York State requirements for Annual Professional Performance Review (APPR). A practical guide to the implementation of APPR with both novice and master teachers will be the product produced upon successful completion of EDA5040. All course work is aligned with TEAC, ISLLC, and ISTE-NETS Standards. (At Least Once per Year).
EDA5050 - Instructional Leadership: Organizations and Change (3 cr.)
This course will help prepare aspiring administrators to become instructional leaders. Students will be expected to work in teams to diagnose student learning needs. Students will be exposed to change management theory and practices and use this knowledge to improve a school's instructional program. Students will learn through research of instructional leadership topics and case studies, and by working in small learning teams to analyze specific school practices and the instructional leader's role in improving the school culture to enhance student learning. All course work is aligned with TEAC, ISLLC, and ISTE-NETS. (At Least Once per Year).
EDA506 - The Principal (3 cr.)
Improvement of classroom instruction through effective supervision subjected to theoretical and practical examination. Review of basic goals, concepts, and processes; critical analysis of specific methods, techniques and problems. (Fall/Spring/Summer).
EDA5060 - School Law, Ethics, and Integrity (3 cr.)
The goal of this course is to provide aspiring administrators with a strong background in educational law enabling them to meet the legal challenges associated with the field of education. Students will be expected to work individually and collaboratively with other members of the class to analyze case studies and provide information to determine case outcomes or in another sense what the district(s) could have done differently to prevent the legal issue from arising. This process will include researching topics (e.g., 3020a, Part 83, Collective Bargaining, etc.) within their individual districts to present their findings for critique. The culminating activity for the course is designed for students to do research on a legal topic of interest, present their findings, defend their conclusions, and be subject to inquiry (a written submission of their research is required). All course work is aligned with TEAC, ISLLC, and ISTE-NETS Standards. This course fulfills state-mandated requirements for the Dignity for All Students Act (DASA). (At Least Once per Year).
EDA5070 - ISLLC Seminar Series: Application of Standards to Practice (3 cr.)
Provides interns with continuous and timely support during ten seminar series meetings. Students' work will include large and small group interactive tasks; Socratic deliberations; video exercises requiring decision making review and analysis; case studies of relevant issues; current educational events of a local, state, national, and global perspective; study of best educational leadership practices and peer-reviewed research; guest speakers; and personal reflections on observations and experiences which will result in a cumulative self assessment and digital, multimedia presentation to peers at the conclusion of the seminar series. (At Least Once per Year). Prerequisites: EDA5000, EDA5010, EDA5020, EDA5030, EDA5040, EDA5050, and EDA5060.
EDA508 - Curriculum Improvement (3 cr.)
Contemporary theories of curriculum design and evaluation are explored. Candidates are expected to develop an eclectic approach to curriculum improvement based upon those theories and contemporary organizational factors, including leadership and management. Material is presented relating to developing community education programs, and to personnel and program planning. (Summer).
EDA5080 - Education Administrative Internship (3 cr.)
The internship is an integrated experience in the Educational Leadership Program. The internship is spread over an entire school year. Interns are expected to participate in school functions that occur before and after college semesters begin and end. Each intern has a mentor, who is an experienced administrator and practitioner who signs a contract agreeing to the requirements which comprise the experience. In addition, an internship supervisor will be assigned during each semester of the internship. This highly experienced school leader will make periodic site visits to meet with the intern and mentor, in order to assess progress and/or needs. The intern is expected to maintain a log of experiences during the internship which serves as evidence of the ability to demonstrate the identified competencies. Can be repeated for a total of six credits. (At Least Once per Year). Corequisite: EDA5070. Prerequisites: EDA5000, EDA5010, EDA5020, EDA5030, EDA5040, EDA5050, and EDA5060.
EDA510 - Supervision for the Improvement of Instruction (3 cr.)
This course will examine the communication, relationship, and problem solving skills required in the role of the principal in working effectively with teachers. This course details skills needed to work effectively with teachers individually and with the faculty as a group in creating a school culture for work. (Fall).
EDA512 - Public School Law (3 cr.)
Intended for administrators and prospective administrators and teachers interested in the legal perspectives of schools. The constitutional, statutory, regulatory, and contractual aspects of public teaching contracts, labor relations, collective bargaining, and tenure. (Summer, Fall).
EDA513 - School Business Administration (3 cr.)
A study of the financial support for public schools from local, state, and federal governments. The following topics will be addressed: fiscal planning, budgeting, plant management, state and municipal financing, accounting and purchasing procedures, distribution of supplies and services, transportation, and food service. (Spring, Summer).
EDA529 - Internship I - Educational Administration and Supervision (3 cr.)
Administrative and supervisory experiences in a public school system. Credit will not be given until thesis/ research project has been completed. Prerequisites: Permission of student's program advisor and the Coordinator of the Internship Experience. Note: The student must be enrolled in the 42 or 60 hour certificate options in Administration/Supervision. (Spring, Summer, Fall).
EDA530 - Internship II Educational Administration and Supervision (3 cr.)
The internship is an integrated experience in the Educational Leadership program at SUNY Plattsburgh. It requires 200 hours of experience over a school year and is guided by a set of competencies based on the ELCC (AASA, ASCD, NASSP, and NAEP) standards. Requirements for these courses are included with a packet which contains an outline of the objectives of the internship contract. Each intern has a mentor who is an experienced administrator and practitioner who signs a contract agreeing to the requirements which comprise the experience. Orientation and training for interns and mentors is held prior to and during the internship period. (Spring, Fall).
EDA556 - Technology Trends for Tomorrow's Administrators (3 cr.)
This course is designed to provide aspiring school administrators with technological knowledge and skills necessary for success in today's school systems. In order to complete class projects, access to a computer system, along with Internet connectivity, will be required. (Fall). Prerequisite: Matriculation in the CAS Program in Educational Leadership.
EDA557 - Understanding Assessments for Administrators (3 cr.)
This course is designed to provide aspiring school administrators with the knowledge and skills necessary to understand a variety of assessments and to use data from the assessments for planning. In order to complete class projects, access to a computer system, along with Internet connectivity, will be required. (Spring). Prerequisite: Class members must be matriculated in the CAS Program in Educational Leadership.
EDA5600 - School District Leader: Board and Community Relations and Internship (4 cr.)
This performance-based course will assist students in developing and demonstrating basic skills needed to work effectively with internal and external stakeholder in the school setting. Students who complete this course will gain knowledge and skill needed to promote the success of all students by collaborating with families and community members, responding to unique community needs and interests, and gaining public support to mobilize actions within the school setting. As a broad outcome of this course, students will gain an appreciation of the political process that is the reality of school community relations and understand the role of the school superintendent in directing the response to such reality. Discussions, simulations, direct observation of school and community events, conferencing, team building activities, case studies, readings and guest presenters will serve as the primary instructional methods. These methods are designed to allow students to experience the wide range of responsibilities that superintendents face in the daily exercise of their responsibilities. All course work is aligned with TEAC, ISLLC, and ISTE NETS Standards. (Fall). Prerequisites: completion of SBL 30 credit hour requirements.
EDA5602 - School District Leader: Lead Evaluator, Law, Contracts, Ethics and Accountability (4 cr.)
This course is designed to provide aspiring school district leaders with a strong background knowledge of the school district leader's role as a lead evaluator of professional and support staff; to understand the school district leader's responsibility to address complex legal and ethical issues; to negotiate fair and ethical contracts with multiple constituent groups; and to recognize the school district leader's responsibility for the school district's accountability to the multiple stakeholders within the school district's boundaries and the broader political landscape for all actions taken in this leadership role. All coursework is aligned with TEAC, ISLLC, and ISTE NETS Standards. (Spring). Prerequisites: completion of SBL 30 credit hour requirements.
EDA599 - Independent Study (1 to 15 cr.)
Project individually arranged by student and faculty sponsor. Requires completion of the Independent Study form and approval by the Faculty Sponsor, Academic Advisor, Department Chair and Academic Dean. (Summer, Fall).
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